A comparative analysis of students' self evaluation and performance in engineering ethics education to enhance problem solving

Abstract

This paper discusses engineering ethics education as a way to enhance problem solving skills through group discussions. During group discussions, students are given a role to play in imaginary scenarios. The students hold discussions to work out the reasons for what went wrong in the imaginary scenarios. Once the causes are identified, the students design multiple solution strategies and devise short-term and long-term measures to be implemented. In order to encourage students to carry out discussions and devise solution strategies, we used two frameworks: Seven-step guide and 4M analysis. We have analyzed the correlation between the test scores in engineering ethics and the pre- and post-self-evaluation results, which were measured by the fundamental competencies for working persons. As a result, we conclude that the education is able to demonstrate an educational effect in terms of the development of communication and problem solving skills, it still leaves some issues to be resolved with regard to the students' ability to act and get things done.